Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated)

Clear, Relevant, Evidence-Based Guidance to Support Early Childhood Educators

Academic's Choice Awards Smart Book Winner. Developmentally appropriate practice is the foundation on which quality early learning is built. The fourth edition of this classic, influential text addresses developmentally appropriate practice within the context of the ever-changing and evolving world of early childhood education. With a strong focus on equity and teaching and supporting all children, it underscores the importance of social, cultural, and historical contexts of development.

Research Based

Based on what the research says about child development, how children learn, and effective practices--as well as what professional experience tells the field about intentional teaching--this book provides a thorough discussion of the core considerations, principles, and guidelines that inform educators' decision making. You'll find extensive examples of effective approaches for teaching children across the early childhood spectrum as well as specific examples for infants and toddlers, preschoolers, kindergartners, and children in the primary grades.

Even More Resources for Early Childhood Professionals

This edition provides a comprehensive approach to implementing practices that ensure all young children have access to high-quality early learning. New resources in the book and online support higher education faculty, K-3 leaders, and early childhood educators in extending their own and others' knowledge and application of developmentally appropriate practice.

For higher education faculty:

- Suggested activities, assignments, and reflections that correspond to specific content in the book, key areas of practice in NAEYC's position statement on developmentally appropriate practice, and the professional standards and competencies

- A test bank to create quick quizzes

For K-3 leaders:

- Considerations for incorporating developmentally appropriate practice into K-3 schools and programs, including those that provide pre-K, to foster children's joyful learning and maximize learning opportunities for all children

For early childhood educators:

- Tips and resources for engaging with content in the book, extending learning with additional resources, and collaborating with others in the early childhood learning community

NAEYC Volume Editor:

Susan Friedman is senior director of publishing and content development at NAEYC. In this role, she leads the content development work of NAEYC's books and periodicals teams. Ms. Friedman is coeditor of Each and Every Child: Teaching Preschool with an Equity Lens. She has extensive prior experience creating content on play, developmentally appropriate uses of media, and other topics for educators and families. She began her career as a preschool teacher at City and Country School in New York City. She holds degrees from Vassar College and the Harvard Graduate School of Education.

Volume Editors and Contributing Editors:

Sue Bredekamp, PhD, is an early childhood education consultant on developmentally appropriate practice, curriculum, teaching, and professional development. She coedited NAEYC's 1986, 1997, and 2009 editions of Developmentally Appropriate Practice, and she developed and directed NAEYC's accreditation system for early childhood programs. Dr. Bredekamp is the author of an introductory teacher education textbook, Effective Practices in Early Childhood Education: Building a Foundation, Third Edition (Pearson, 2016).

Marie Masterson, PhD, is director of quality assessment at the McCormick Center for Early Childhood Leadership. She is a licensed teacher, national speaker, and author of many books and articles that address research-based, practical skills for high-quality teaching, children's development and behavior in cultural contexts, family engagement, and family child care. Dr. Masterson provides content expertise and consultation to organizations and systems involved in quality improvement and leadership development.

Barbara Willer, PhD, retired from NAEYC after 35 years of service and leadership. During her tenure, Dr. Willer led many substantive projects to further NAEYC's mission. The capstone efforts of her contributions to NAEYC and the field were leading the development of the position statements "Advancing Equity in Early Childhood Education" (2019) and "Developmentally Appropriate Practice" (2020).

Brian L. Wright, PhD, is associate professor and coordinator of the early childhood education program as well as coordinator of the middle school cohort of the African American Male Academy at the University of Memphis. Dr. Wright is author of The Brilliance of Black Boys: Cultivating School Success in the Early Grades, with contributions by Shelly L. Counsell, which won the National Association for Multicultural Education's 2018 Phillip C. Chinn Book Award.

--Sharon Lynn Kagan,
Marx Professor of Early Childhood and Family Policy, Teachers College, Columbia
University

This work fully
supports our practice in the field of early learning and care. Educators of
children from birth to age 8 will use this information to learn applicable
skills for teaching through developmentally appropriate practices that build
brains during the critical first five years of life.

--Barbara J. Cooper,
Secretary, Alabama Department of Early Childhood Education

This newest edition
provides a wealth of information for both new and experienced teachers. From
emphasizing a both/and approach to incorporating strengths-based
intentional teaching, this book guides early childhood professionals to refine
and reflect on the decisions they make every day that impact young children.

--Debbie Pischke,
Early Childhood Director, Peoria Unified School District

Yet again, NAEYC has
struck the perfect balance between what practitioners in the field need and
what researchers and administrators will use to apply developmentally
appropriate practice. The timeliness of the updates toward equity allows us all
to deliver on the sacred promise to make early childhood matter most.

--Edward J. Manuszak
II, Superintendent, Dundee Community Schools, and Early Learning Cohort
Co-Chair, The School Superintendents Association (AASA)

The authors of this
book wisely remind us of three foundational pillars: Children have universal
needs, even as each child yearns be seen and heard; teaching practices are
fruitful when planted in relationships; and we learn and grow best in a
reciprocal partnership among educators, families, and communities.

--Junlei Li, Saul
Zaentz Senior Lecturer in Early Childhood Education and Co-Chair of the Human
Development and Education Program, Harvard Graduate School of Education

If educators
intentionally meet children where they are and implement NAEYC's updated
guidelines and recommendations for developmentally appropriate practice, there
is no question that children will have meaningful opportunities to thrive in
joyful learning environments where inclusive, research-based, high-quality
early education is the norm and not the exception. This must be the goal of all
early childhood education programs, but it requires unwavering support from
funders, policymakers, administrators, teaching practitioners, and the private
sector.

--Maria-Isabel
Ballivian, Executive Director, Annandale Christian Community for Action Child
Development Center

I really appreciate
the organization and layout of the book, with learning objectives and thought
questions at the beginning of each chapter and opportunities to reflect at the
end. Overall, I am pleased to see the evolution of Developmentally
Appropriate Practice and its inclusive move from an either/or to a both/and
way of looking at how early childhood professionals can better serve children
and families. I am looking forward to using this book in the classes I teach.

--Benita Flores-Munoz,
Professor of Child Development, Del Mar College

Schools are complex
organizations and young children are complex human beings. Ensuring that
organizations are designed for the children they serve is at the heart of developmentally
appropriate practice. All administrators should read this book and consider the
appropriateness and effectiveness of their approach.

--Vincent J. Costanza,
Principal, Metuchen Public Schools

This volume uses
research and teaching experience to describe the balance needed in today's
programs for young children. The avoidance of either/or positions in
pedagogy, culture and language, and family involvement make it perfect for
teachers and students.

--Barbara T. Bowman,
Irving B. Harris Professor of Child Development, Erikson Institute

Aristotle once said,
"Educating the mind without educating the heart is no education at all." The
revised edition of Developmentally Appropriate Practice invites educators
to discover the whys of their decision making, emphasizing the importance of
understanding the social contexts in which relationships and learning are
built.

--Margarita
Marichal-Lugo, Associate Professor of Early Childhood Education, Inter American
University of Puerto Rico

As a long-time
consumer of NAEYC resources, especially content related to developmentally
appropriate practice, it is encouraging to see the evolution of thought from
"best practices" to a model that recognizes the complex needs and inherent
strengths of each and every child and family.

--Dina Walker-DeVose,
Associate Professor of Child and Family Development, Georgia Southern
University

Intentionality--this is the word
that best describes the focus of the latest edition of this foundational text.
Early childhood educators have a pedagogical tool that recognizes the strength
of both/and approach to teaching and
learning.

--Meghan Gowin,
Primary Teacher, Uplift Ascend Primary, and Doctoral Candidate, Texas A&M
University-Commerce